Behind the scenes: Unpacking student discussion and critical reflection in lectures

Abstract

His main research interests are formative assessment, digital learning and doctoral education. Jens Breivik is associate professor in education. His area of research is teaching and learning in higher education. His background is in scholarship of teaching and learning in HE and philosophy of education. He has a particular interest in analysis of students' critical thinking and argumentation skills. He is a member of the research group

Using digital formative assessments to improve learning in physics education

“…Using these types of assessments create opportunities for students to regularly share their thinking with teachers and peers (Ludvigsen, Krumsvik & Breivik, 2020;Smith et al, 2011) with limited additional workload for the teacher during the assessment (de Sousa, 2018;Nicol & Macfarlane-Dick, 2006). A deeper understanding of students' behavior and thought processes when using digital formative assessments with SRS throws light upon which relationships between these aspects affect metacognition.…”

Coding classroom dialogue: Methodological considerations for researchers

“…A further layer of coding was needed to capture the nature of shifts made or attempted between episodes. In another study by Ludvigsen, Krumsvik, and Breivik (2020), three SEDA codes (alone) were used to operationalise exploratory talk when analysing peer discussions among undergraduate students.…”